CBC Schemes Logo
CBC SCHEMESOF WORK
2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

Grade 4 CRE Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 4 CRE Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:
Term 1Term 2Term 3

Grade 4 CRE Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 4 CRE in Term 1.

Class / Grade
Grade 4
Pre-Primary Level
Learning Area
CRE
Core CBC Activity
Term Duration
13 Weeks (65 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 13
Ministry of Education 2026
Full Term Timetable

Grade 4 CRE Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11CreationSelf-awareness

By the end of the sub strand, the learner should be able to;

a) mention his or her name for identification and self-awareness

b) recognise his or her uniqueness as a creation of God

1. Why are you a special creation?

- say their names and state what is unique about them

- recite and meditate on Psalms 139:13 about being fearfully and wonderfully made

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationSelf-awareness

By the end of the sub strand, the learner should be able to;

a) acknowledge God as the creator

b) appreciate his or her uniqueness as God's special creation

1. Why are you a special creation?

- read Genesis 1 about being created in the image and likeness of God

- sing a song related to their uniqueness as children of God

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3CreationSelf-awareness

By the end of the sub strand, the learner should be able to;

a) appreciate his or her uniqueness as God's special creation

1. Why are you a special creation?

- sing a song related to their uniqueness as children of God

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationSelf-awareness

By the end of the sub strand, the learner should be able to;

a) appreciate his or her uniqueness as God's special creation

1. Why are you a special creation?

- sing a song related to their uniqueness as children of God

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) identify good thoughts and feelings

1. How do you control your thoughts and feelings?

- sing a song related to good thoughts and feelings

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) explain the importance of being joyful

1. How do you control your thoughts and feelings?

- list good thoughts such as sharing with others, helping parents, being happy, being thankful and respecting others

- share experiences on how they cope with emotions such as anger or sadness

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) list lessons learnt from Ephesians 4:26

b) apply the lessons learnt to cope with emotions in day-to-day life

1. How do you cope with anger or sadness?

- use digital devices to draw and colour pictures of faces depicting various emotions

- read Ephesians 4:26 and write down lessons learnt

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) apply the lessons learnt to cope with emotions in day-to-day life

1. How do you cope with anger or sadness?

- read Ephesians 4:26 and write down lessons learnt

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) apply the lessons learnt to cope with emotions in day-to-day life

1. How do you cope with anger or sadness?

- read Ephesians 4:26 and write down lessons learnt

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationThoughts and Feelings

By the end of the sub strand, the learner should be able to;

a) apply the lessons learnt to cope with emotions in day-to-day life

1. How do you cope with anger or sadness?

- read Ephesians 4:26 and write down lessons learnt

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) list choices they make in day-to-day life

1. What are the effects of the choices you make?

- in pairs, list choices they make in day-to-day life

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) discuss results of choices they make in daily life

1. What are the effects of the choices you make?

- list results of choices that they make

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) make right choices guided by the word of God

b) portray responsibility by making right choices

1. What are the effects of the choices you make?

- sing a song about good choices

- role-play making right choices that are acceptable to God and community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) portray responsibility by making right choices

1. What are the effects of the choices you make?

- role-play making right choices that are acceptable to God and community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5CreationMaking Choices

By the end of the sub strand, the learner should be able to;

a) portray responsibility by making right choices

1. What are the effects of the choices you make?

- role-play making right choices that are acceptable to God and community

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 4 CRE Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 4 CRE. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Creation

5 Sub-strands13 Lessons in Term 1

1.1 Self-awareness

2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • mention his or her name for identification and self-awareness
  • recognise his or her uniqueness as a creation of God
  • acknowledge God as the creator
  • appreciate his or her uniqueness as God's special creation
Key Inquiry Questions (KIQs)
  • Why are you a special creation?
Learning Experiences
  • say their names and state what is unique about them
  • recite and meditate on Psalms 139:13 about being fearfully and wonderfully made
  • read Genesis 1 about being created in the image and likeness of God
  • sing a song related to their uniqueness as children of God
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Thoughts and Feelings

3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify good thoughts and feelings
  • explain the importance of being joyful
  • list lessons learnt from Ephesians 4:26
  • apply the lessons learnt to cope with emotions in day-to-day life
Key Inquiry Questions (KIQs)
  • How do you control your thoughts and feelings?
  • How do you cope with anger or sadness?
Learning Experiences
  • sing a song related to good thoughts and feelings
  • list good thoughts such as sharing with others, helping parents, being happy, being thankful and respecting others
  • share experiences on how they cope with emotions such as anger or sadness
  • use digital devices to draw and colour pictures of faces depicting various emotions
  • read Ephesians 4:26 and write down lessons learnt
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Making Choices

3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • list choices they make in day-to-day life
  • discuss results of choices they make in daily life
  • make right choices guided by the word of God
  • portray responsibility by making right choices
Key Inquiry Questions (KIQs)
  • What are the effects of the choices you make?
Learning Experiences
  • in pairs, list choices they make in day-to-day life
  • list results of choices that they make
  • sing a song about good choices
  • role-play making right choices that are acceptable to God and community
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.4 My Family: Family Members

3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • name family members in the nuclear and extended family
  • draw a family tree to understand relationships within the family
  • explain why it is important to honour parents
  • respect family members for harmonious coexistence
Key Inquiry Questions (KIQs)
  • Why is it important to know members of your family?
Learning Experiences
  • sing a song related to family relationships
  • name family members in the nuclear family and extended family (cousins, aunts, uncles, grandparents)
  • draw a family tree and write names of family members on it
  • list ways of respecting family members
  • recite Ephesians 6:1-3 on respecting and honouring parents
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.5 Attributes of God

2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify attributes of God as holy, loving and eternal
  • recite Bible verses that describe the nature of God
  • revere God for His supreme nature
Key Inquiry Questions (KIQs)
  • What are the attributes of God?
Learning Experiences
  • read Bible verses describing God as loving (1 John 4:8), holy (Leviticus 19:2) and eternal (Psalm 90:2)
  • discuss how God shows love to humanity and nature
  • praise God in songs and prayers recognizing His attributes
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

The Holy Bible

6 Sub-strands16 Lessons in Term 1

2.1 The Bible as the Word of God

3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify the two main divisions of the Bible
  • name the first five books of the Old and New Testaments
  • demonstrate respect for the Bible as God's holy Word
Key Inquiry Questions (KIQs)
  • Why is the Bible special compared to other books?
Learning Experiences
  • examine the Bible and identify the Old Testament and New Testament
  • recite and arrange the names of the first five books (Law books and Gospel books)
  • practise proper handling and care of the Bible
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Bible Stories: Moses and the Burning Bush

3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • narrate the story of Moses at the burning bush
  • explain the lessons learnt from God's call to Moses
  • demonstrate obedience to God's instructions
Key Inquiry Questions (KIQs)
  • How did Moses respond when God called him?
Learning Experiences
  • read Exodus 3:1-10 on the call of Moses at Mount Horeb
  • role-play Moses taking off his sandals in reverence to God's presence
  • discuss how God prepares people for leadership and service
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.3 David and Goliath

3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • retell the story of David defeating Goliath
  • identify qualities that enabled David to overcome Goliath
  • trust God when facing difficult challenges in life
Key Inquiry Questions (KIQs)
  • How did David defeat Goliath?
Learning Experiences
  • read 1 Samuel 17:32-50 about David and the giant Goliath
  • draw David with his sling and five smooth stones
  • discuss how courage and faith in God help us overcome fears
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.4 Samson Kills a Lion

2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • narrate the story of Samson tearing a lion apart
  • explain where Samson got his extraordinary strength
  • acknowledge God as the source of human strength
Key Inquiry Questions (KIQs)
  • Where did Samson's strength come from?
Learning Experiences
  • read Judges 14:5-6 on Samson empowered by the Spirit of the Lord
  • discuss how God gives special gifts and strength to accomplish tasks
  • commit to using personal talents and strengths to serve God and others
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.5 Joseph Interprets Pharaoh's Dream

3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • retell the story of Joseph interpreting Pharaoh's dreams
  • explain how God gave Joseph wisdom to save Egypt from famine
  • trust God's guidance during hard times
Key Inquiry Questions (KIQs)
  • How did Joseph's wisdom help the people of Egypt?
Learning Experiences
  • read Genesis 41:14-40 on Pharaoh's dreams of fat and thin cows
  • discuss how Joseph gave credit to God for interpreting dreams
  • practise planning and saving for the future based on Joseph's example
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2.6 Bible Patriarchs: Abraham

2 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • explain how Abraham demonstrated faith and obedience to God
  • narrate the call of Abraham and God's promises to him
  • emulate Abraham's obedience in daily life
Key Inquiry Questions (KIQs)
  • Why is Abraham called the father of faith?
Learning Experiences
  • read Genesis 12:1-5 and retell the call of Abraham to leave Haran
  • sing songs celebrating Abraham's faith
  • recite Genesis 12:3 and discuss God's blessings to those who obey Him
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

The Life of Jesus Christ

1 Sub-strand3 Lessons in Term 1

3.1 The Annunciation

3 Suggested LessonsTerm 1
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • narrate the story of angel Gabriel announcing the birth of Jesus to Mary
  • explain Mary's humble acceptance of God's will
  • demonstrate humility and willingness to serve God
Key Inquiry Questions (KIQs)
  • What message did angel Gabriel bring to Mary?
Learning Experiences
  • read Luke 1:26-38 on the Annunciation
  • role-play angel Gabriel visiting Mary in Nazareth
  • sing Christmas carols celebrating the prophesied birth of Jesus
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Grade 4 CRE Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 4 CRE showing the term-by-term distribution of all 6 strands.

Term 1Current
  • Creation
  • The Holy Bible
  • The Life of Jesus Christ
Term 2View Term 2 →
  • The Life of Jesus Christ
  • Christian Values
Term 3View Term 3 →
  • Christian Values
  • The Church
  • Morality and Social Media

Other Grade 4 Schemes of Work for Term 1

Download complete, editable schemes of work and explore strands for all learning areas in Grade 4.

Agriculture (Term 1)Science & Technology (Term 1)Social Studies (Term 1)Creative Arts (Term 1)Mathematics (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions: Grade 4 CRE Term 1

What strands and sub-strands are covered in Grade 4 CRE Term 1?

In Term 1, Grade 4 CRE covers the following main strands: Creation, The Holy Bible, The Life of Jesus Christ. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 4 CRE in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 4 CRE Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.